A “Disruptive Behavior” Plan
Practical remedies for eliminating disruptive behaviors in the classroom by developing and applying a customized behavior intervention program.
|by Lisa Bundrick, LMSW
NYS Certified School Social Worker
New contributor to the Gazette
October 1, 2008
Student behavior can be challenging. This article contains sample behavior strategies to manage “disruptive behaviors.”
Understanding human behavior is a complex issue that is well beyond the scope of this article. Individuals with proper training in assessment and analysis should complete behavior assessments. One of the methods more commonly used in the school system to help assess “disruptive” student behavior is the Functional Behavior Assessment (FBA).
The FBA is completed prior to the implementation of a formal behavior plan and includes a concrete description of the challenging behavior (what does “disruptive behavior” look like?), the frequency or duration of the behavior, its intensity, setting(s) where it occurs, times of day it occurs and people present when the behavior occurs. The FBA also includes the information on what triggers the behavior and the consequences of the behavior. Once this information is complied, a hypothesis (the best educated guess) is formulated as to why the student is engaging in the challenging behavior, and a behavior intervention plan is then created. A team of individuals who work with the student (parents, teachers, and other school staff) creates the FBA. In general, students engage in challenging behavior to get something or to get out of something. It is our job as educators to assess this. Completing a FBA is a long process, but is essential to understanding student behavior.
The definition of “disruptive behavior” varies depending on who is defining it. Through my experiences, I have found that behavior definitions can vary widely among individuals. The behavior strategies listed in this article are general ideas to help one create a customized behavior intervention plan to help with “disruptive behaviors,” after the FBA has been completed. This writer believes that it is a good practice to obtain parental consent prior to implementing any formal behavior intervention plan, so the parent can assist in reinforcing the messages that the school is teaching.
General Behavior Strategies:
This article was designed to provide some general behavior intervention strategies and a brief overview of the Functional Behavior Assessment components. Do not be discouraged if the intervention(s) you select do not promote behavior change immediately. Behaviors may get worse before improving. Be consistent and follow your plan and continue to seek support from your colleagues and professional trainings.